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Publication
Peer feedback : modelo de avaliação e desenvolvimento de competências metacognitivas nos estudantes de enfermagem : contributos para a supervisão clínica
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Abstract(s)
Em resposta às elevadas expectativas da sociedade, as Instituições de Ensino Superior (IES) deparam-se com a necessidade permanente de desenvolverem mecanismos que garantam a aquisição pelos estudantes de competências que permitam uma adequada integração na vida ativa, em resposta aos contextos profissionais em permanente mudança. Sendo o estudante o elemento central e nuclear no processo de ensino, aprendizagem e avaliação, torna-se necessário e fundamental refletir e analisar os processos educativos ao nível do ensino superior com vista a desenvolver e implementar um conjunto de métodos e estratégias que favoreçam o papel ativo do estudante para que possa autorregular o processo de aprendizagem. Neste sentido, o peer feedback no ensino superior tem sido definido como um dos métodos colaborativos onde o estudante assume um papel dinâmico, quer nos processos de ensino, aprendizagem, quer de avaliação, favorecendo o desenvolvimento de competências. Neste estudo, pretende-se aprender e analisar um modelo pedagógico com recurso ao peer feedback, pedagogicamente sustentado e que potencie a participação ativa do estudante quer na aprendizagem, quer na avaliação, identificando os contributos no desenvolvimento de competências metacognitivas nos estudantes de enfermagem em ensino clínico. Trata-se de um estudo de caso construtivista com recurso a multi- métodos em duas fases distintas: Fase 1 (F1) – Desenvolver e Modelar, relativos aos resultantes do 1o e 2o ciclos da Pesquisa-ação Participativa - PaP, seguida da Fase 2 (F2) – Validade/Viabilidade, relativos ao estudo quasi-experimental (Antes e Depois) de forma a validar os requisitos do modelo, a recetividade e possível compliance ao modelo pelos docentes e estudantes. Este estudo realizou-se nos anos de 2018 a 2021, numa Escola Superior de Saúde da Região Norte de Portugal Continental, integrando as unidades curriculares de Ensino Clínico dos 3o e 4o anos, do 1o Ciclo de Estudos do Curso de Licencatura em Enfermagem. O estudo integra os estudantes e docentes/supervisores clínicos das unidades curriculares em análise. Os resultados obtidos permitem apresentar um modelo de avaliação dos estudantes de enfermagem em ensino clínico, com recurso ao peer feedback, relevantes para o seu exercício profissional futuro, com foco nos mecanismos de autoconhecimento, autorreflexão e autorregulação, de comunicação e relação interpessoal promotores do trabalho em equipa. Foram identificadas características requeridas na implementação do peer feedback das quais se destacam a capacitação de estudantes e docentes/supervisores clínicos, e a “Guideline de Implementação: Peer feedback” enquanto recurso de suporte e apoio. Foi ainda evidente o envolvimento das estruturas cientifico-pedagógicas na orientação para políticas educativas alinhadas com o paradigma de ensino centrado no estudante, através de um elevado grau de compromisso da comunidade académica na implementação do modelo. Em síntese, evidencia-se que a adoção de um modelo centrado no estudante e no seu processo de aprendizagem e avaliação na formação de enfermagem em contexto clínico, favorece um percurso académico de sucesso, possibilita o alinhamento das metodologias pedagógicas com os referenciais nacionais e internacionais na garantia da qualidade do ensino superior, e contribui de forma significativa para o conhecimento em enfermagem.
In response to society's high expectations, Higher Education Institutions (HEIs) are faced with the permanent need to develop mechanisms that guarantee the acquisition by students of skills that allow an adequate integration into active life, in response to professional contexts in permanent change. Since the student is the central and core element in the teaching, learning and assessment process, it is necessary and fundamental to reflect and analyze the educational processes at the higher education level in order to develop and implement a set of methods and strategies that promote the active role of student's in order to self-regulate the learning process. In this sense, peer feedback in higher education has been defined as one of the collaborative methods in which the student assumes a dynamic role, whether in the teaching, learning or assessment processes, favoring the development of competences. In this study, we intend to learn and analyze a pedagogical model using peer feedback, pedagogically supported and that enhances the active participation of the student in both learning and assessment, identifying the contributions to the development of metacognitive skills in nursing students in clinical training context. This is a constructivist case study using multi-methods in two distinct phases: Phase 1 (F1) – Develop and Model, related to the results of the 1st and 2nd cycles of Participatory Action Research - PaP, followed by Phase 2 (F2) – Validity/Viability, related to the quasi-experimental study (Before and After) in order to validate the model requirements, receptivity and possible compliance with the model by teachers and students. This study was carried out in the years 2018 to 2021, at a Health Higher School in North of Portugal, integranting the curricular units of Clinical Training at 3rd and 4th years of the 1st Cycle of Studies of the Nursing Degree. The study integrates students and clinical professors/supervisors of the curricular units under analysis. The results obtained allow us to present a model of assessment for nursing students in clinical training, using peer feedback, relevant to their future professional practice, focusing on the mechanisms of self-knowledge, self-reflection and self-regulation, communication and interpersonal relationship promoters of teamwork. Characteristics required in the implementation of peer feedback were identified, including the capacity buinding training of students and professors/ clinical supervisors, and the “Implementation Guide: Peer feedback” as a support and support resource. It was also evident the involvement of scientific-pedagogical structures in guiding educational policies in line with the student-centered teaching paradigm, through a high level of commitment from the academic community in the implementation of the model. In summary, it is evident that the adoption of a model centered on the student and on his/her learning and assessment process in nursing training in a clinical context, promotes a successful academic path, allows the alignment of pedagogical methodologies with national and international references of quality assurance in higher education, and contributes significantly to nursing knowledge.
In response to society's high expectations, Higher Education Institutions (HEIs) are faced with the permanent need to develop mechanisms that guarantee the acquisition by students of skills that allow an adequate integration into active life, in response to professional contexts in permanent change. Since the student is the central and core element in the teaching, learning and assessment process, it is necessary and fundamental to reflect and analyze the educational processes at the higher education level in order to develop and implement a set of methods and strategies that promote the active role of student's in order to self-regulate the learning process. In this sense, peer feedback in higher education has been defined as one of the collaborative methods in which the student assumes a dynamic role, whether in the teaching, learning or assessment processes, favoring the development of competences. In this study, we intend to learn and analyze a pedagogical model using peer feedback, pedagogically supported and that enhances the active participation of the student in both learning and assessment, identifying the contributions to the development of metacognitive skills in nursing students in clinical training context. This is a constructivist case study using multi-methods in two distinct phases: Phase 1 (F1) – Develop and Model, related to the results of the 1st and 2nd cycles of Participatory Action Research - PaP, followed by Phase 2 (F2) – Validity/Viability, related to the quasi-experimental study (Before and After) in order to validate the model requirements, receptivity and possible compliance with the model by teachers and students. This study was carried out in the years 2018 to 2021, at a Health Higher School in North of Portugal, integranting the curricular units of Clinical Training at 3rd and 4th years of the 1st Cycle of Studies of the Nursing Degree. The study integrates students and clinical professors/supervisors of the curricular units under analysis. The results obtained allow us to present a model of assessment for nursing students in clinical training, using peer feedback, relevant to their future professional practice, focusing on the mechanisms of self-knowledge, self-reflection and self-regulation, communication and interpersonal relationship promoters of teamwork. Characteristics required in the implementation of peer feedback were identified, including the capacity buinding training of students and professors/ clinical supervisors, and the “Implementation Guide: Peer feedback” as a support and support resource. It was also evident the involvement of scientific-pedagogical structures in guiding educational policies in line with the student-centered teaching paradigm, through a high level of commitment from the academic community in the implementation of the model. In summary, it is evident that the adoption of a model centered on the student and on his/her learning and assessment process in nursing training in a clinical context, promotes a successful academic path, allows the alignment of pedagogical methodologies with national and international references of quality assurance in higher education, and contributes significantly to nursing knowledge.
Description
Keywords
Grupo associado (Peer) feedback Aprendizagem Competências Enfermagem Associated group (Peer) feedback Learning Competencies Nursing